» Apparatus Theory:
• Ulmer

• ghink (pdf)

 
 
R 08-Apr          No Class     (away at conference — reporting “assemblage expression” developments)
 

 » Groups 4 & 1:      Prep. for presentations; blog discussion, over weekend. — Assignments

 
F 09-Apr         No Class     (away at conference — linking aesthetics & ethics)
 

» re-view elec. lit. by Coverley & Morrisey for Inventory — discuss online? (particpt. credit)
 
— suggested Relay reading for Inventory (scheduled for next Fri.):
• Mark Amerika, FILMTEXT 2.0
• Jim Andrews, Nio (2001)
• plus Logorama !

 
 
Sat 10-Apr        Due: Inventory Update

[ 6 new items, including media selection from personal database. ]

 
Sun 11-Apr         Due: Exercise 5 (“Automatic Emblems” & “Default Moods”) — Prompt
 

Due: 11-Apr (posted by 11pm); 500 words min.; 10 points
 
— Review Assignment criteria.

 
Part I: Exercise: “Automatic Emblems” (p.253)

~150 words (about 1/3 of total); image (1 minimum);
optional: edited/manipulated/composite (i.e. “photoshopped”) image
— counts as 100 words toward total!
 
Test the productive effect of the gap by composing a readymade word-thing of your own. Your selections should be made arbitrarily, but use something from one of your mystory discourses. Choose a material object from Family, Entertainment, or History, and assign to it a title of an important text in your Career discourse. Document the object with photograph & detailed descriptions of its features.

Part II: “Exercise: “Default Moods” (pp.290-1) — 300-350 words (min.)

Document or put into a narrative what you notice about the relationship between the behaviors you perform within a particular institution, your state of mind in this performance, and the official or stated purposes or objectives of that institution.
 
Notes: discussion can not repeat points from Exercise 4; choose one specific example to describe (follow prompt).
 

 » Groups 4 & 1: 

In brief comments over weekend, group members should
1. divide material (i.e. post what you would like/will cover)
2. specify points and rationale
3. collaborate in preparation: review, revise, refine specific points (i.e. discuss whether relevant, practical, sufficiently specific, etc)
4. discuss questions (answering = optional; Qs to pose during presentation are good preparation, too); can be conceptual and technical: “should we…?” and “how do we…?” varieties work best.

 
 
M 12-Apr — Group 4 presentation / review

• Amorelli Antonio*

• Amanda Kennedy
• Jenna Mescon
• Jenny Garcia
• Mary Williams

 

• Cover:
  Internet Invention Ch. 9 (tip: review Office & Noon Star); plus Assignment: “Wide Emblem”;
  Relay: Synecdoche, NY; and Chp. 11 Conclusion

W 14-Apr — Group 1 presentation / review

• Emilee Amihere*

• Carrie Holmes
• Julia Jacobo
• Maria Perez

Cover:

Internet Invention Ch. 10 (tip: review Office & Exercises); plus Chp. 11 Conclusion;
Relays: Accounts of the Glass Sky, The Jew’s Daughter, and in the white darkness

 
 

 

]]> http://garyhink.net/course/S10/2010/04/pattern/feed/ 2 http://garyhink.net/course/S10/2010/02/digital-studies/ http://garyhink.net/course/S10/2010/02/digital-studies/#comments Sat, 27 Feb 2010 17:06:31 +0000 Gary Hink http://garyhink.net/course/S10/?p=840   Highlights of electronic literature referenced / demonstrated during FDS Conference:

• The Reading Machine — Craig Saper
• My Google Body — Gerald Dalmon (2004)
• Anonymes.net (Fr.) — Benoit Blein, Sylvain Barra, & Laurent Padiou (2003-07)
• Tramway — Alexandra Saemmer (2009)
• The Dreamlife of Letters — Brian Kim Stefans (2000)
• What They Said — Alan Bigelow (2008)  
• Gallery — Fox Harrell:
  Loss, Undersea (example video/clip);
  Generative Visual Renku (example video/clip); Abstract Avatar (demo, class project)

]]>  

Highlights of electronic literature referenced / demonstrated
during FDS Conference:

• The Reading Machine — Craig Saper
• My Google Body — Gerald Dalmon (2004)
• Anonymes.net (Fr.) — Benoit Blein, Sylvain Barra, & Laurent Padiou (2003-07)
• Tramway — Alexandra Saemmer (2009)
• The Dreamlife of Letters — Brian Kim Stefans (2000)
• What They Said — Alan Bigelow (2008)
   

• Gallery — Fox Harrell:
  Loss, Undersea (example video/clip);
  Generative Visual Renku (example video/clip);
  Abstract Avatar (demo, class project)

 

 

 

]]> http://garyhink.net/course/S10/2010/02/digital-studies/feed/ 0 http://garyhink.net/course/S10/2010/02/inventive-method/ http://garyhink.net/course/S10/2010/02/inventive-method/#comments Wed, 17 Feb 2010 23:16:29 +0000 Gary Hink http://garyhink.net/course/S10/?p=685 S 20-Feb          » Due:  Project 1

update: (posted by/on “Saturday night” — no deadline time now,
but I will check pages on Sunday morning.)
 
— deadline for email to guarantee reply: 8pm
(I will certainly read and try to reply afterward;
definitely send any “emergency notifications” regardless.)

 

---

 

» suggested reading:
“25 QUOTES TO HELP YOU STEAL LIKE AN ARTIST.”
— Austin Kleon, 10-Feb. Link.

 

]]> http://garyhink.net/course/S10/2010/02/inventive-method/feed/ 0 http://garyhink.net/course/S10/2010/01/divided-attention/ http://garyhink.net/course/S10/2010/01/divided-attention/#comments Sun, 31 Jan 2010 16:00:54 +0000 Gary Hink http://garyhink.net/course/S10/?p=446 The Chronicle Review 31 Jan 2010.]]>  

 

(recommended reading) Divided Attention. By David Glenn. The Chronicle Review 31 Jan 2010.
• Disciplinary / Institutional perceptions; highly relevant for our experiment.
   

• Indeed eager to know your perspective; strongly encourage discussion (below) or a blog entry — participation / blogging e.c.
  • 02-Feb: see imaginary exchange below for prompt

 

· Dislike

 

 

 
 

• Imaginary exchange with David E. Meyer, 02-Feb 2010

 

• Meyer: “You really ‘jump around‘ too much — ’space’ (topic), place (stage), time, readings, assignments, screens, media, modes of lecture and personal anecdote; even ‘material’ in literal terms of objects, distracting everyone with ‘visual aides’ like your phone, a leaf, confections… How can anyone ‘keep up’? You should know better — students, including you apparently, have no attention span…..
   

• GH: “Ah, span meaning duration, but your connotation is the vertical axis of depth — for memorization and recitation. Our (in)attention spans horizontally; perhaps it were you who ‘could not keep up’ as they say? If we have accelerated the speed of thought acclimating to computation and interface processes, what pace of sensory input is necessary or optimal to stimulate attention for 44-minute duration? (riddle: ’span’ of an hour-long television program?)”
   

• blogosphere (collective response): TLDR
   

• GLU: Don’t worry, folks; the EmerAgency is working to invent the means for Flash Reason ‘as we speak’; prudence through one’s avatar.

 

• Electrate Pioneers (of ENG1131-7489)
  — reply:

 

]]> http://garyhink.net/course/S10/2010/01/divided-attention/feed/ 1 http://garyhink.net/course/S10/2010/01/daily-impasse/ http://garyhink.net/course/S10/2010/01/daily-impasse/#comments Sat, 30 Jan 2010 19:15:24 +0000 Gary Hink http://garyhink.net/course/S10/?p=381  

• Title: “To Go Online, Or Not”
• by Chris Onstad, Achewood.com
• via Will Burdette

 

• Q. → potential task (or responsibility?) for electracy?
  • insights about impulse-behavior, decision-making?
    intervene with “Flash reason” at which moment in feedback loop?

 
 

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